Abstract
Universities are developing learning analytics initiatives that include academic library participation. Libraries rarely inform their students about learning analytics projects or general library data practices. Without a clear student voice in library learning analytics projects, libraries and librarians are creating potential privacy complications. This study seeks to document students’ thoughts on academic library participation in learning analytics and privacy concerns. A survey was developed and fielded at eight US higher education institutions, and this article covers the findings from the approximately 2,200 responses. Although most students reported high levels of trust in libraries and librarians, a consistent minority indicated little or no trust at all. Findings demonstrate that students considered librarian access to and sharing of personally identifiable information to constitute a privacy violation but also lacked awareness of the data and analytic practices on which libraries rely. Notable demographic differences were also discovered.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 151-170 |
| Number of pages | 20 |
| Journal | Library Quarterly |
| Volume | 92 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2022 |
Funding
This project was made possible in part by the Institute of Museum and Library Services (LG-96-18-0044-18). The views, findings, conclusions, or recommendations expressed in this conference proceeding do not necessarily represent those of the Institute of Museum and Library Services. We thank the undergraduate students who volunteered their time to participate in this study. For more about the study and the research agenda, see the research team’s website at https:// datadoubles.org.
ASJC Scopus subject areas
- Library and Information Sciences